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Example of Context on Special Topics for the Assessment Process

Example of Context on Special Topics for the Assessment Process

Unit name

Part 4: Special Topics for the Assessment Process

Lesson Title

Chapter 18: Grading and Reporting Systems of Student Performance
  • Establishing Grading Criteria
  • Guidance and Counseling and Parents' Consultation

Year Level / Subject Area (Course Name)

Year Level: Third Year Education students
Subject Area (Course Name): Assessment of Learning II (EDUC 30)

Time allotted for lesson Duration


Reference
4 meetings
3 hours 20 minutes - 50 minutes per meeting


http://en.wikipedia.org/wiki/Assessment
Students' present level of performance and skills Knowledge Prerequisites:
  • Principles of High Quality Assessment
  • Types and Characteristics of Assessment Tools
  • Types of Classroom Tests
  • Classification of Learning Outcomes
  • Measures of Central Tendency
  • Background experience on Consultations and Counselings
  • Morality and Ethics (taken courses on these)

Skills Prerequisites:

  • Basic Fundamental Skills (4 R's)
  • Note-taking Skills
  • Critical-Thinking Skills
  • Technological Skills
    • Using Excel Soft wares
    • Using Calculators

Present Level of Performance:

Students already finished and passed EDUC 29 (Assessment of Learning 1) in order to be able to succeed in a thorough learning of this lesson. Naturally, students already have the learning competency and performance level of that of a tertiary level student - one who has successfully completed the elementary and secondary level of education.

Short Description of Lesson

DAYS 1-2 (Establishing Grading Criteria)

This lesson will focus mainly on determining the nature and the number of assessments on which to base grades, selecting the weight to be given each assessment, and setting the performance standard for each grade. The lesson basically presents one of the most important tasks that an educator must do. This is crucial in assessing the students' learning outcomes and performance accurately and fairly. This is where the grades are put into focus and this is where the teacher decides on what standard which separates those students with satisfactory performance and those who really need improvement or in worst-case scenarios, retention.

DAYS 3-4 (Guidance and Counseling and Parents' Consultation)

This lesson will be about the results of student's performance having high or low performance in school. As the teacher assign grade to each student there would be a time wherein the teacher and the parents will have to discuss on the development of the student. They will talk on the academic progress of the individual student. There would also be cases that the situation might need to go in the guidance and counseling to better improve on the learning development of the students.

Instructional Objectives

DAYS 1-2 (Establishing Grading Criteria)

Cognitive

  1. Given the specific subject and assessment tools incorporated in that subject, the students will create their own grading criteria. This will be done in the span of 4 minutes. SYNTHESIS
  2. Given a class record of students' performance and a specified percentage weight for each assessment incorporated (e.g quizzes, class participation, etc.), the students will solve manually the final grades of 5 students with 100% accuracy. They will do this with only the calculator as their aid. APPLICATION
  3. Given a list of 10 performance scores, the students will solve the final grades for these scores using Microsoft Excel. APPLICATION

Affective

  1. Given a reflection question, the students will explain their opinions and feelings on the value of establishing grading criteria on the assessment of students' learning outcomes.